Evaluating Modes of Teacher Preparation: A Comparison of Face-to-Face and Remote Observations of Graduate Interns

Autor/inn/en	Heafner, Tina L.; Petty, Teresa M.; Hartshorne, Richard
Titel	Evaluating Modes of Teacher Preparation: A Comparison of Face-to-Face and Remote Observations of Graduate Interns
Quelle	In: Journal of Digital Learning in Teacher Education, 27 (2011) 4, S.154-164 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2974
Schlagwörter	Preservice Teacher Education; Urban Universities; Observation; Program Effectiveness; Educational Technology; Evaluation Methods; Graduate Students; Comparative Analysis; Synchronous Communication; Computer Mediated Communication; Computer Assisted Instruction; Distance Education; Internet; Student Evaluation; Practicums; Alternative Teacher Certification; Videoconferencing + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Beobachtung; Unterrichtsmedien; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Computerkonferenz; Computer based training; Computerunterstützter Unterricht; Distance study; Distance learning; Fernunterricht; Schulnote; Studentische Bewertung; Practicum; Praktikum; Praktika
Abstract	Although technology-mediated learning has its advantages, it does not come without operational tradeoffs. Thus, consideration of the effectiveness of new modes of teacher preparation in comparison to traditional, longstanding, research-proven methods is necessary. In this study, we evaluated one large southern urban university's implementation of synchronous remote observations of teacher education candidates using live classroom software. We compared remote and face-to-face observations to determine if the modes of observation were equivalent in supporting professional growth and evaluating quality instruction. Results suggest that both modes of observation are not equal but are comparable in supporting graduate interns' professional growth and in measuring teaching effectiveness. The implications of this study shed light on the advantages and limitations of emergent technologies as teacher education programs explore alternative forms of Web-based evaluations of teacher candidates. (Contains 3 tables and 5 figures.) (As Provided).
Anmerkungen	International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10